ARLG 2019: S MacNeil: A critical, collective community based approach to enhancing digital development in HE

This document summarizes Sheila MacNeill's presentation on a critical, collective, community-based approach to enhancing digital development in higher education. Some key points: 1) Universities must articulate their purpose for the current digital age and decide how to achieve it. Information literacy should be understood as situated practice within a given context. 2) An enriched view of digital capabilities includes the informational dimension of technology and expanding librarian and educator practices. A holistic approach beyond basic tech skills considers agency, personhood, and critical thinking. 3) Academic development and open education should be at the heart of organizational development to support critically engaged staff and digital transformation through collaboration between roles.

Education

“We need to be able to articulate an
understanding of what universities
are for that is adequate to our time if
we are to be able to decide what to
do.”
(Collini 2017, p. 4)

Information Literacy
• ... the adoption of appropriate information
behavior to obtain, through whatever
channel or medium, information well fitted
to information needs, leading to wise and
ethical use of information in society.
(Johnston and Webber 2003)

Information literacy as:
“situated epistemological practice within a given context, which can be understood
using a variety of theoretical approaches and research methods, and developed by
more sophisticated pedagogical strategies.”
(Johnston, MacNeill, Smyth, 2018)

Information
literacy
enriching
digital
capability and
strategic
development
• Enriches and broadens discussion
• expands the idea of the digital to include
informational dimension of the Internet and
digital technologies.
• Expanding and sharing practice of librarians,
lecturers, educational developers, learning
technologists and their practice communities.
• Holistic approach – beyond basic technical
capabilities

Agency and/or
personhood
• Agency: social and individual, neo-liberal
• Personhood: holistic, totality of experience
• Understanding, challenging, changing political
contexts
• Enhanced criticality
• Personhood explicit part of curriculum
• The Stanford Civic Online Reasoning project (2016)

Critical frames of
reference
• Challenging neo-liberalism
• Discursive, reflective, dialogic process, grounded in
critical pedagogy
• Open education

People and pedagogy not
technology and
managerialism

Academic
development
and open
education at
the heart of
organisational
development
Revised conceptual matrix,, MacNeill, Johntson, Smyth,
(2019 )

Critically
engaged staff
development
as a key part of
digital
transformation
Academic development as
critical practice – central to
digital transformation
Utilise porosity between
academic developers,
educational developers,
librarians, learning
technologists
Challenge structures
current CPD/professional
recognition/metrics are
modelling

The curriculum as an
open and negotiated
space

Porosity (2)
Open scholarship (2)
Co-location(2)
Co-production(2)
Participation Public pedagogy
Praxis
(1)
(3)
Designed physical and
digital learning spaces
Self-selected digital
learning spaces
Formal and informal
learning communities
Public third spaces
Digital third spaces
(3)
Negotiation and agency
Difference and diversity
Curation and creation
Vertical and horizontal
learning engagement
Sustainable pedagogies
Reflexive dialogue
The Digitally Distributed Curriculum
(1) Values (2) Enabling dimensions (3) Instantiation and enactment of DDC
(3) Digital artefacts
Collaborative public projects
Student digital scholarship Digital knowledge domains
(3) Open textbooks and resources Open online engagement
Open campus engagement Open in the community
Fluid curriculum

What do you think?
https://padlet.com/sheil
amacneill/ARLG19

What do you think?
https://padlet.com/sheilamacneill/edtech19

Thank you
Sheila MacNeill
https//howsheilaseesit.net
@sheilmcn

This document summarizes a presentation about taking a critical, collective, and community-based approach to enhancing digital development in higher education. It advocates challenging neo-liberalism through discursive and reflective processes grounded in critical pedagogy and open education. It discusses information literacy as situated practice that can be developed through more sophisticated pedagogical strategies. It argues for focusing on people and pedagogy rather than just technology and managerialism, and making academic development and open education central to organizational development. It proposes critically engaged staff development as key to digital transformation and recentering "the digital" with the curriculum as an open and negotiated space.

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